Педагогічні умови соціальної адаптації випускників шкіл-інтернатів у соціокультурному середовищі

Abstract

Дисертацію присвячено проблемі соціальної адаптації випускників шкілінтернатів у соціокультурному середовищі. У роботі уточнено поняття “соціокультурне середовище” та “соціальна адаптація випускників шкіл-інтернатів”; виявлено та з’ясовано суть соціальної адаптації випускників шкіл-інтернатів; розкрито чинники соціальної адаптації; визначено критерії, показники та рівні соціальної адаптованості випускників шкіл-інтернатів. Обґрунтовано та експериментально перевірено ефективність впроваджених педагогічних умов у соціально-адаптаційний процес випускників шкіл-інтернатів. Доведено, що поєднання визначених педагогічних умов, напрямів, форм і методів соціально-педагогічної роботи спрямованих на покращення соціально-адаптаційного процесу випускників шкіл-інтернатів сприяє їх успішній інтеграції в сучасне соціокультурне середовище.

Диссертация посвящена проблеме социальной адаптации выпускников школинтернатов в социокультурной среде. В работе уточнены понятия “социокультурная среда” и “социальная адаптация выпускников школ-интернатов”; выяснена сущность социальной адаптации выпускников школ-интернатов; раскрыты факторы социальной адаптации; определены критерии, показатели и уровни социальной адаптированности выпускников школ-интернатов. Обоснованна и экспериментально проверена эффективность внедренных педагогических условий в социально-адаптационный процесс выпускников школинтернатов. Доказано, что сочетание определенных педагогических условий, направлений, форм и методов социально-педагогической работы по улучшению социально-адаптационного процесса выпускников школ-интернатов, способствует их успешной интеграции в социокультурную среду.

The thesis is devoted to the problem of social adaptation of graduates of boardingschools in a social-cultural environment. Deep analysis of scientific problems and theoretical study are possible thanks to generalization and explaining of complex scientific issues which concern the question of resettlement of graduates of boarding schools in socio-cultural environment and argue that the foundation of social adaptation is directed by social activity which realize the need for communication, work, the capture of necessary public moral norms, rules of social behavior, traditions, habits, rules of social interaction. The rows of concepts are specified: “social adaptation of graduates of boarding-schools”, “social-cultural environment”. The essence of social adaptation of graduates of boarding-schools is found out. The pedagogical factors of social adaptation are exposed, among them: motivational orientation of graduates of boarding schools for successful entry into new conditions of life, acceptance of social norms and moral values, communication skills, legal education, the influence of contextual aspects of social and cultural environment. The certainly criteria and indexes are determined (communicativeness: knowledge of graduates of boarding schools, norms and rules of communication, mastery of desire to improve their own culture and communication skills included in actively communicating; legal education: knowledge content of legislation on social and legal support of graduates of boarding schools; conscious possession of legal knowledge and skills using legal norms, the ability to use knowledge acquired rights during the process of social adaptation; the integrating in sociocultural environment: awareness of the rules of social interaction in social and cultural environment in interpersonal, group, collective forms and with different social institutions, acquiring skills and social skills significant interaction, social interaction skills) which belongs to three levels (high, medium and low) of social adaptation of graduates of boarding-schools. The basis of forming experiment was laid personal activity approach. According to the identification of experimental work which devoted to the introduction of pedagogical terms of social adaptation of graduates of boarding schools was determined such directions: motivational, cognitive and practical. In each area selected forms and methods of social and educational work with graduates of boarding schools in social hostels. A variety of forms and methods adequately defined the pedagogical terms of social adaptation graduates of boarding schools in socio-cultural environment. The motivational direction of social and educational work provided the pedagogical conditions for realization of the first term (formation the motives and purposes of graduates of boarding school to active and social interaction) through using the following methods and forms of work: the work “Scandinavian” group; simulation games; exercises to determine the motivation of socially important purposes and incremental design activities to achieve them; film review that promote social and active lifestyle; discussions based on readings; using of resource center created by residents of social hostels. The cognitive direction provided the implementation of the second pedagogical term (formation of knowledge of moral norms, rules of social behavior and social interaction) through using the following methods and forms of work: educational games aimed to forming the ability to decide different social questions; the method of “brainstorming”; film review of social and cultural nature; discussion of literature which describes the moral principles, human values; work directing to legal and communicative knowledge. The practical direction implemented the third pedagogical term (the activation of communication as the leading activity in the social process of adaptation) by using the methods and forms of work: watching TV on modern aspects of communication using the “on-line” (British Network); conversation on language etiquette; rules of communication sessions on the methods ALSC; algorithm of using situational expression; exercises on the formation of professional communication; and fourth pedagogical term (including in active socially relevant activities) through using the following methods and forms of work: organizing and conducting tours for pupils of boarding schools to social hostels, organizing of joint events of graduates of boarding schools and a Peace Corps volunteer in Ukraine; joint activities of different social dormitory residents and others. The introduction of the designed experimental work and pedagogical terms reflected in contently and technology consolidate the process of social adaptation graduates of boarding schools which provided the growth levels of indicators of social adaptation that category of youth and surely provided positive changes in their consciousness and behavior activity.